Guidelines for Defining Affective Domain Course Learning Outcomes (CLOs)

The affective domain includes the manners in which we deal with things emotionally, such as feelings,
values, appreciation, enthusiasm, motivation, and attitudes. Affective domain can be measured through
different ways:

 Theory and Practical Classes

 Complex Engineering Problems and Semester Projects
 Presentations and Viva Voce
 Final Year Projects

Keeping in view the worth and significance of affective domain attributes in our professional and daily
life, the Department of Industrial and Manufacturing Engineering put lot of emphasis on imparting all
above mentioned values through interactive and student-centered learning process. As a policy
guideline, the Department ensures the assessment of learning outcomes related to affective domain
through a variety of learning activities (table 1 below)

Table 1: Assessment of Affective Domain Learning Outcomes

Activity Number of Affective Domain

CLOs (at least)
Theory 1
Practical (Lab) 2
Complex Engineering Problem 2
Semester Project 2
Final Year Project 3
Presentation 2
Viva Voce 2

Defining Learning Outcomes for Affective Domain Assessment:

Level of Taxonomy and Key Words

Leve1 Receiving Phenomena: Awareness, willingness to hear, selected attention.

Examples: Listen to others with respect. Listen for and remember the name of newly introduced people.

Key Words: acknowledge, asks, attentive, courteous, dutiful, follows, gives, listens, understand.

Level 2 Responds to Phenomena: Active participation on the part of the learners. Attend and react to a
particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to
respond, or satisfaction in responding (motivation).

Examples: Participates in class discussions. Gives a presentation. Questions new ideals, concepts,
models, etc. in order to fully understand them. Know the safety rules and practice them.
Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs,
presents, tells.

Level 3 Valuing: The worth or value a person attaches to a particular object, phenomenon, or
behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is
based on the internalization of a set of specified values, while clues to these values are expressed in the
learner's overt behavior and are often identifiable.

Examples: Demonstrates belief in the democratic process. Is sensitive towards individual and cultural
differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement
and follows through with commitment. Informs management on matters that one feels strongly about.

Key Words: appreciates, cherish, treasure, demonstrates, initiates, invites, joins, justifies, proposes,
respect, shares

Level 4 Organization: Organizes values into priorities by contrasting different values, resolving conflicts
between them, and creating an unique value system. The emphasis is on comparing, relating, and
synthesizing values.

Examples: Recognizes the need for balance between freedom and responsible behavior. Explains the
role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life
plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the
organization, family, and self.

Key Words: compares, relates, synthesizes

Level 5 Internalizes Values(characterization): Has a value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and most important characteristic of the learner.
Instructional objectives are concerned with the student's general patterns of adjustment (personal,
social, emotional).

Examples: Shows self-reliance when working independently. Cooperates in group activities (displays
teamwork). Uses an objective approach in problem solving. Displays a professional commitment to
ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence.
Values people for what they are, not how they look.

Key Words: acts, discriminates, displays, influences, modifies, performs, qualifies, questions, revises,
serves, solves, verifies

Example:

Presentation

Multiple CLOs can be set for the assessment of a presentation, some are as under:

 Follow professional dress code (A3)

  Explain output/outcomes/results/conclusions/product with good presentation skills (A4)
 Organize presentation well in a systematic way (A4)
 Prepare attractive and precise presentation/poster (A4)
 Display knowledge and understanding of the products/output/conclusions etc. (A5)

General Guidelines

These general guidelines will help you in defining learning outcomes.

Theory (Class ethics, class participation, etc.)

Complex Engineering Problems, Semester Projects, Final Year Projects (Team work, references, report
writing, plagiarism, enough discussion, presentation, poster, time management etc.)

Laboratory work (attentively listening and understanding the instructions, following safety SOPs,
performing experiments with motivation, individual and team work, report writing etc.)

Viva Voce (Dress code, preparedness, handling difficult questions, body language etc.)

Presentation (Dress code, well prepared, individual and team work, handling difficult questions,
references, plagiarism etc.)

Sample CLOs

Know the safety rules and practice them while at work (A)

Listen to the instructor attentively (A)

Perform experiment as per the standard operating procedure/follow standard operating procedures
(SOPs) while performing experiment (A)

Demonstrate consciousness towards societal and environment issues while solving complex engineering
problems (A)

Presents courteous behavior while answering difficult questions (A)

Cooperates well in group activities (displays teamwork) (A)

Conforms safety protocols while performing experiments (A)

Perform experiments independently (can only be used in those experiments where we allow students to
perform independently) (A)

Organize time effectively and meet deadlines (A)

Propose/Share a plan for improving a process/product/outcome (A)

Conform professional ethics while writing a report and referring to others work (A)
Respect/Appreciate others view point while discussing or answering questions A3

Displays professional commitment to ethical practices on daily basis A5 (can be measured on the basis
of behaviors observed throughout the semester)

Participate in class discussions with motivation A2

Question new concepts in order to fully understand them A2 (can be linked with class participation, can
be linked with all the assessment activities)

Follow instructions through commitment A3